Cambridge TECHNICALS LEVEL 3 DIGITAL MEDIAUnit 8 Photography for digital media ... LO1 Know existing graphic design products in the media Creating pre-production materials: location

Unit 20 – Advertising mediaDELIVERY GUIDEVersion 1

Cambridge TECHNICALS LEVEL 3

DIGITAL MEDIA

ocr.org.uk/media

http://www.ocr.org.uk/qualifications/cambridge-technicals-digital-media-certificate-extended-certificate-foundation-diploma-diploma-05843-05846-2016-suite/

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CONTENTS

Introduction 3

Related Activities 4

Key Terms 9

Misconceptions 10

Suggested Activities:

Learning Outcome (LO1) 11



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INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.

OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.

We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.

Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.

If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected]. Unit 20 Advertising media

LO1Know how existing advertising campaigns embed advertisements across a range of media products

LO2 Be able to plan a cross media advertising campaign to a client brief

LO3 Be able to produce the planned media components

To find out more about this qualification, go to: http://www.ocr.org.uk/qualifications/cambridge-technicals-digital-media-certificate-extended-certificate-foundation-diploma-diploma-05843-05846-2016-suite

Please note The activities suggested in this Delivery Guide MUST NOT be used for assessment purposes. The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.

Assessment guidance can be found within the Unit document available from www.ocr.org.uk. The latest version of this Delivery Guide can be downloaded from the OCR website.

UNIT AIMAdvertising media is around us on a daily basis, from billboards in the street to adverts watched daily on the television. Different types of advertisements are used together to create campaigns that grow a brand and an organisation’s image, and promote all types of products and services used to entice the public at large.

In completing this unit, you’ll understand advertising campaigns and how audio-visual, print based or audio advertising media are used within them. You’ll plan an advertising campaign for a product or service, selecting the appropriate media components to produce it. You’ll produce original media components for incorporating into a campaign, considering the market and its target audience, as well as legal and ethical constraints, to ensure that all components comply with the required codes and conventions of the genre.

2016 Suite• New suite for first teaching September 2016

• Externally assessed content

• Eligible for Key Stage 5 performance points from 2018

• Designed to meet the DfE technical guidance

OPPORTUNITIES FOR ENGLISH AND MATHS SKILLS DEVELOPMENT AND WORK EXPERIENCEWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. We have also identified any potential work experience opportunities within the activities. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.

English Maths Work

mailto:resources.feedback%40ocr.org.uk?subject=

http://www.ocr.org.uk/qualifications/cambridge-technicals-digital-media-certificate-extended-certificate-foundation-diploma-diploma-05843-05846-2016-suite



http://www.ocr.org.uk

http://www.ocr.org.uk/qualifications/by-type/cambridge-technicals/cambridge-technicals-2016/

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This unit (Unit 20) Title of suggested activity Other units/LOs

LO1 Investigating the aims and target audience of advertising campaigns

Unit 1 Media products and audiences

LO1 Understand the ownership models of media institutions LO2 Understand how media products are advertised and distributed LO4 Understand the target audiences of media products LO5 Be able to evaluate research data used by media institutions

Unit 2 Pre-production and planning LO2 Be able to interpret client requirements and target audience considerations

Unit 4 Interactive media product LO1 Be able to compare interactive media products

Unit 13 Graphic design for media products

LO1 Know existing graphic design products in the media

Unit 16 The creation and use of sound in media

LO1 Understand how sound elements are used across media industries

Understanding USP and approach Unit 1 Media products and audiences

LO2 Understand how media products are advertised and distributed LO5 Be able to evaluate research data used by media institutions



Investigating representations in cross media advertising campaigns


LO2 Understand how media products are advertised and distributed LO3 Understand how meaning is created in media products

Unit 2 Pre-production and planning LO2 Be able to interpret client requirements and target audience considerations



Understanding the choice of media and cross media campaigns


LO2 Understand how media products are advertised and distributed

Unit 4 Interactive media product LO1 Be able to compare interactive media products


LO1 Understand how sound elements are used across media industries

Investigating legal and ethical issuesUnderstanding regulation


LO6 Be able to evaluate legal, ethical and regulatory issues associated with media products

Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product

Unit 4 Interactive media product LO2 Be able to initiate, plan and design a new interactive media product to a client brief




LO3 Be able to plan the production of sound elements for identified media purposes

The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Digital Media units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units.

RELATED ACTIVITIES

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LO2 Understanding the requirements of the brief Unit 1 Media products and audiences

LO5 Be able to evaluate research data used by media institutions

Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product LO2 Be able to interpret client requirements and target audience considerations LO3Be able to plan the pre-production of a media product LO4 Be able to create and evaluate pre-production documents for a new media product

Unit 3 Create a media product LO1 Be able to create a proposal with sample materials for an original media product to a client brief LO2 Be able to plan and develop pre-production materials for an original media product to a client brief


Unit 10 Create a digital animation LO2 Be able to plan an animation to a client brief


LO1 Know existing graphic design products in the media LO2 Be able to generate conceptual ideas and plan graphic design items in response to a client brief



Creating a plan for a campaign Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product

Unit 3 Create a media product LO1 Be able to create a proposal with sample materials for an original media product to a client brief LO2 Be able to plan and develop pre-production materials for an original media product to a client brief


Unit 8 Photography for digital media products

LO2 Know how to plan a photographic shoot for a client brief

Unit 10 Create a digital animation LO2 Be able to plan an animation to a client brief


LO2 Be able to generate conceptual ideas and plan graphic design items in response to a client brief



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LO2 Gaining client and/or audience feedback Unit 1 Media products and audiences

LO5 Be able to evaluate research data used by media institutions

Unit 2 Pre-production and planning LO4 Be able to create and evaluate pre-production documents for a new media product

Unit 3 Create a media product LO4 Be able to carry out post-production techniques and processes for an original media product to a client brief

Resolving legal and ethical issues Unit 1 Media products and audiences

LO6 Be able to evaluate legal, ethical and regulatory issues associated with media products

Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product LO4 Be able to create and evaluate pre-production documents for a new media product

Unit 3 Create a media product LO2 Be able to plan and develop pre-production materials for an original media product to a client brief






Creating pre-production materials:location reccesCreating pre-production materials: risk assessments

Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product LO4 Be able to create and evaluate pre-production documents for a new media product






LO3 Be able to create the planned conceptual graphic items


LO4 Be able to record, edit and review sound elements

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LO3 Setting up equipment Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product LO4 Be able to create and evaluate pre-production documents for a new media product


Unit 4 Interactive media product LO2 Be able to create a planned interactive media product







Following production processes for audio-visual products


LO1 Understand the ownership models of media institutions LO3 Understand how meaning is created in media products


Unit 3 Create a media product LO3 Be able to create production materials for an original media product to a client brief


Unit 10 Create a digital animation LO3 Be able to create a planned animation





Following production processes for audio products Unit 1 Media products and audiences

LO1 Understand the ownership models of media institutionsLO3 Understand how meaning is created in media products







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LO3 Following production processes for print-based and interactive products


LO1 Understand the ownership models of media institutionsLO3 Understand how meaning is created in media products





LO3 Be able to take photographic images for a client brief




Following post-production processes and gaining feedback


LO3 Understand how meaning is created in media products





LO4 Be able to select and edit photographic images for a client brief LO5 Be able to export photographic images for a client brief





Evaluating technical and aesthetic properties Unit 2 Pre-production and planning LO4 Be able to create and evaluate pre-production documents for a new media product


Unit 4 Interactive media product LO4 Be able to test the new interactive media product



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KEY TERMSExplanations of the key terms used within this unit, in the context of this unit

Key term Explanation

Call to action This is when adverts encourage the audience to do something or provoke an immediate response. Examples would be charity adverts which encourage the to audience donate immediately to help a cause or adverts featuring a sale/offer.

Campaign logistics This means the feasibility and organisation of the advertisement/campaign in reaching an audience for a specific timescale. For example seasonal campaigns like those for Christmas would be launched at least a month in advanced; the Coca-Cola Christmas advert Holidays are coming is broadcast in November in the run-up to Christmas.

Celebrity endorsement

This is where companies and brands use celebrities in the advertisement of the product. This is effective in helping the product be recognisable and adding credibility to the product in order to attract audiences. Examples include Cheryl Cole in the L’Oreal campaigns.

Response mechanism

This is similar to call to action in regards to encouraging the audience to respond/do something. However response mechanism doesn’t feature sales pressure in getting the audience to buy the product straight away.

Scheduling This means frequency of adverts when they are made public/broadcast. For example, scheduling a TV advert to be broadcast in commercial breaks during prime time on ITV when a mass audience would be watching. However, the scheduling will also be affected by budget.

Unique selling proposition/point

Abbreviated to USP. A USP enables brands and products to stand out from their competitors which will enable companies to effectively market their products to an audience.

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Some common misconceptions and guidance on how they could be overcome

What is the misconception? How can this be overcome? Resources which could help

What a cross media campaign is As part of this unit, learners need to be able to identify, plan and produce the contents of a cross media advertising campaign. Therefore it is important that learners understand what a cross media campaign is (promoting a service or product in a range of formats/media/platforms) and its purpose (to reach a larger audience either as part of raising awareness or for financial gain). Therefore apart from creating a range of products to be part of an advertising campaign, learners need to understand how the different formats and file types will impact the distribution of the products in multiple places. For example a poster intended to be printed needing to be repurposed to enable easy distribution online.

Organisation: Houston Chronicle Resource Title: What Is Cross-Media Advertising?Website Link: http://smallbusiness.chron.com/crossmedia-advertising-22546.html Description: Provides a definition and explains the impact of cross media advertising.

Organisation: FileFormat.infoResource Title: Types of Graphics File Formats Website Link: http://www.fileformat.info/mirror/egff/ch01_04.htmDescription: Comprehensive explanations for the suitability of graphics, audio and video file formats to be used for a range of scenarios.

Sourcing assets legally As with any production work, it is important that learners gain permission for any assets that are not produced by the learner. Learners should be encouraged to produce original content for their productions. Any assets that are sourced should not outweigh the original content that the learner has produced.

Organisation: Creative CommonsResource Title: CC searchWebsite Link: https://search.creativecommons.org/Description: Online catalogue of copyrighted content with various copyright licenses that allow content to be used and manipulated for a range of purposes.

MISCONCEPTIONS

http://smallbusiness.chron.com/crossmedia-advertising-22546.html

http://smallbusiness.chron.com/crossmedia-advertising-22546.html

http://www.fileformat.info/mirror/egff/ch01_04.htm

https://search.creativecommons.org/

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SUGGESTED ACTIVITIESLO No: 1

LO Title: Know how existing advertising campaigns embed advertisements across a range of media products

Title of suggested activity Suggested activities Suggested timings Also related to

Investigating the aims and target audience of advertising campaigns

The starter task for this activity could be for learners to complete the following sentence: The aim of advertising is to… .

Answers could include:• create a profit• create awareness of a product/service • rebrand an existing product.

Based on the starter task, tutors need to ensure that learners are aware that advertising can be used for a range of different aims. Therefore to develop the starter task further, learners could work in pairs to think of and research a specific advertising campaign (where each advert in the campaign is on a different platform: for example print, web, TV etc) for each of the aims discussed in the starter task.

Once answers have been fed back to the group, learners should be encouraged to think about how the aim of the campaigns that have been found is influenced by the target audience. This could be presented as a mind map where learners in their pairs discuss the demographics of at least one of the campaigns they have researched. This should include:• What age group is the advert aimed at?• What gender is the advert aimed at?• What lifestyle does the target audience have?• What interests do you think the target audience has?

Organisation: Econsultancy Resource title: Six examples of effective multichannel marketing campaigns Website Link: https://econsultancy.com/blog/62319-six-examples-of-effective-multichannel-marketing-campaigns/Description: Provides examples of well-known advertising campaigns and explains the logistics of how the campaigns reached an audience.

1 hour Unit 1 LO1, LO2, LO4, LO5Unit 2 LO2Unit 4 LO1Unit 13 LO1Unit 16 LO1

https://econsultancy.com/blog/62319-six-examples-of-effective-multichannel-marketing-campaigns/

https://econsultancy.com/blog/62319-six-examples-of-effective-multichannel-marketing-campaigns/

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Understanding USP and approach

For this activity learners could be tasked with working in small groups and thinking of as many advertisements that they can which feature the following:• a celebrity• a well-known slogan.

Once answers have been fed back to the group, learners will need to understand that the answers they have given are examples of a unique selling proposition (USP). This could be developed further with learners being tasked with evaluating the following in regards to the examples from the starter task:• benefits of a USP• limitations of creating a USP for a product/service.

Botterill, J., MacRury, I. and Richards, B. (2001) The Dynamics of Advertising. Routledge https://www.routledge.com/The-Dynamics-of-Advertising/Botterill-MacRury-Richards/p/book/9789058230850This book provides chapters on the purpose of advertisements and the effects on audiences.

1 hour Unit 1 LO2, LO5Unit 13 LO1

Investigating representations in cross media advertising campaigns

Continuing with the tasks completed for the activity above, learners could evaluate the representations featured in the advertisement campaigns they have found so far in terms of fulfilling the aim of the campaign and appealing to a certain demographic. For example, representations could include:• people/models featured in the campaigns • places featured in the campaigns • product/service being advertised• themes featured in the campaigns.

Learners’ answers could also make reference to the house style and design features used to help create representations. For example, font style, colours, photography techniques etc.

1 hour Unit 1 LO2, LO3Unit 2 LO2Unit 13 LO1

https://www.routledge.com/The-Dynamics-of-Advertising/Botterill-MacRury-Richards/p/book/9789058230850

https://www.routledge.com/The-Dynamics-of-Advertising/Botterill-MacRury-Richards/p/book/9789058230850

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Understanding the choice of media and cross media campaigns

A starter task for this activity could be for learners to work in pairs and list the different formats for adverts which are part of a campaign:• TV adverts• film trailers• interactive media presentations• online • print based.

It is important that learners understand that the more places/platforms an advert can be found and seen by the audience the more potential for profit/awareness of the product.

An extension of this task could be for learners to evaluate what factors affect the different media which are used in advertising campaigns. Answers could include:• budget • access for the target audience.

This could be supported with an internet search of the costs for advertisements on different platforms for learners to estimate a budget for their campaigns.

Organisation: Marketing MinefieldResource Title: Newspaper and Magazine Advertising Costs Website Link: http://www.marketingminefield.co.uk/print-advertising-costs/Description: Provides a breakdown of the prices for adverts featured in a magazine or newspaper.

Organisation: ITVResource Title: RatesWebsite Link: https://www.itvmedia.co.uk/advertising-opportunities/broadcast-advertising/ratesDescription: Provides a breakdown of the costs for a TV advert on ITV.

Organisation: InfologueResource Title: Advertising Space Price ListWebsite Link: http://www.infologue.com/media/Infologue_advertising.pdfDescription: Provides a breakdown of prices for different types/sizes of online adverts.

1 hour Unit 1 LO2Unit 4 LO1Unit 16 LO1

http://www.marketingminefield.co.uk/print-advertising-costs/

https://www.itvmedia.co.uk/advertising-opportunities/broadcast-advertising/rates

http://www.infologue.com/media/Infologue_advertising.pdf

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Investigating legal and ethical issues

A starter task for this activity could be a Q and A around the group about what the terms ‘legal’ and ‘ethical’ mean. This would be a good starting point to assess the previous knowledge of the learners in regards to legal and ethical issues learned in other units and applying it to how these issues could impact the aim of the advertising campaign and the target audience.

To support the understanding of legal and ethical issues in relation to advertising, learners could use an advertising campaign that they have used for the previous activities in this Learning Outcome. They could work in pairs to annotate:• legal issues for consideration based on the content of the advertising campaign. For example, for

the photos/images/logos used, how copyright permission and intellectual property would be sought (email, letter, phone call)

• ethical issues based on potentially offensive/inappropriate content for the target audience.

A round-up for this activity could be for learners to suggest the implications of not addressing potential legal and ethical issues.

1 hour Unit 1 LO6Unit 2 LO1Unit 4 LO2Unit 13 LO1Unit 16 LO3

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Understanding regulation Continuing from the activity above, learners could develop their understanding by investigating how advertising campaigns are regulated. This could be a starter task where learners have to work in pairs and discuss which regulatory bodies would be involved in regulating adverting campaigns. For example:• ASA (Advertising Standards Authority)• Ofcom (Office of Communications) • BBFC (British Board of Film Classification).

This could be developed into a research task where learners could work in groups and be assigned a different regulatory body to investigate and feed back to the group based on the following:• What is its role?• What type of media products does it regulate?• Examples of advertising campaigns subjected to regulation.

Once feedback has given, the tutor could use an example of a banned advertisement (within reason) to show learners and they could be tasked with identifying which advertising codes were breached to warrant the advert being banned.

Organisation: ASAResource Title: Advertising CodesWebsite Link: https://www.cap.org.uk/Advertising-Codes.aspxDescription: Provides links to the UK Advertising Codes.

Organisation: BBFCResource Title: GuidelinesWebsite Link: http://www.bbfc.co.uk/what-classification/guidelinesDescription: Provides an explanation of how the BBFC classifies films and provides age certificates.

Organisation: OfcomResource Title: HomeWebsite Link: http://www.ofcom.org.uk/Description: Provides links to how Ofcom regulates TV and radio.

Organisation: ASAResource Title: 2014’s most complained about adsWebsite Link: https://www.asa.org.uk/News-resources/Media-Centre/2015/2014-most-complained-about-ads.aspx#.V2sg2k10zIUDescription: Provides case studies about controversial adverts that were banned by the ASA.

1.5 hours Unit 1 LO6Unit 2 LO1Unit 4 LO2Unit 13 LO1Unit 16 LO3

https://www.cap.org.uk/Advertising-Codes.aspx

http://www.bbfc.co.uk/what-classification/guidelines

http://www.ofcom.org.uk/

https://www.asa.org.uk/News-resources/Media-Centre/2015/2014-most-complained-about-ads.aspx#.V2sg2k10zIU

https://www.asa.org.uk/News-resources/Media-Centre/2015/2014-most-complained-about-ads.aspx#.V2sg2k10zIU

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LO No: 2

LO Title: Be able to plan a cross media advertising campaign to a client brief


Understanding the requirements of the brief

Whether the brief has been set by the tutor or local employers, it is important for learners to refer back to the brief and its requirements when considering the different stages of production.

Therefore a starter task to introduce this Learning Outcome could be for learners to work in pairs and discuss:• What is the purpose of a brief?• Why is it important to refer back to the brief throughout the production stages of making a

product?

Learners should then spend time making notes on the requirements set out in the brief based on the client’s requirements. This also acts as a recap and application of learning and understanding from Learning Outcome 1.

Client requirements that may be featured as part of the brief would be:• Aims and objectives of the advertising campaign.• Who is the advertising campaign’s target audience?• Potential issues based on the context of the adverting campaign.

For the potential issues, learners must to able to identify and address potential issues for their cross media advertising campaign. These could include seasonal dates, seeking permission from locations for photo shoots, copyright permission, suitable file formats for the different advertisement formats featured in the campaign for different platforms (e.g. print, audio, video).

Evidence of evaluating the client requirements could be presented as an annotated brief or mind map.

2 hours Unit 1 LO5Unit 2 LO1, LO2, LO3, LO4Unit 3 LO1, LO2Unit 4 LO2Unit 10 LO2Unit 13 LO1, LO2Unit 16 LO3

SUGGESTED ACTIVITIES

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Creating a plan for a campaign

Continuing from the activity above, learners could now start to plan their ideas for their cross media advertising campaign in relation to the brief requirements and target audience. It is important that as part of this plan learners should be specific and justify the following:• content of the adverts• format of the adverts • synergy of a house style• distribution methods for the adverts• pre-production documentation needed (i.e. storyboards, scripts, flat plans etc)• team roles.

This will need to take into consideration the fact that they are producing a cross media advertising campaign which will need a consistent theme, message, representations and house style.

Learners can present their ideas as a report or as a PowerPoint presentation.

4 hours Unit 2 LO1Unit 3 LO1, LO2Unit 4 LO2Unit 8 LO2Unit 10 LO2Unit 13 LO2Unit 16 LO3

Gaining client and/or audience feedback

To gain initial feedback on the ideas for their cross media advertising campaign, learners could present their ideas to the group and/or client in the style of a media pitch.

This could be a good opportunity for learners to voice their ideas so far and to gain feedback from the group and/or client about the feasibility of ideas.

Feedback could also be in the form of a questionnaire to support the media pitch.

1 hour Unit 1 LO5Unit 2 LO4Unit 3 LO4

Resolving legal and ethical issues

To recap on their learning and understanding of the Investigating legal and ethical issues in Learning Outcome 1, learners could now apply their understanding of legal and ethical considerations to their own cross media advertising campaign.

Learners will need to be specific about: • legal and ethical issues applicable to each of their adverts featured in their campaign• how they are going to resolve them • potential contingency plans for resolving legal and ethical issues.

This could a good opportunity for learners to peer assess each others’ identified legal and ethical issues based on:• accurate methods or procedures mentioned to resolve identified legal and ethical issues• potential legal and ethical issues that have not been thought about/given consideration• feasible contingency plans.

1 hour Unit 1 LO6Unit 2 LO1, LO4Unit 3 LO2Unit 4 LO2Unit 8 LO1Unit 13 LO1

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Creating pre-production materials:location recces

A starter task for this activity could be for learners to:• define what a location recce is• explain the purpose of a location recce.

Once learners have fed back to the whole group and the definition and purpose has been explored, learners should be tasked with thinking about the potential locations that they plan on using as part of their cross media campaign.

Learners could be encouraged to research existing industry standard examples to support them in creating their own template. Learners could also be encouraged to evidence the locations used as part of the recces. This could in the form of photographs whilst at the location.

Organisation: FilmsourcingResource Title: Production documentsWebsite Link: https://www.filmsourcing.com/blog/production-documents/Description: Provides templates for a range of pre-production materials.

1 hour Unit 2 LO1, LO4Unit 3 LO2Unit 4 LO4Unit 8 LO1Unit 13 LO1Unit 16 LO3

Creating pre-production materials: risk assessments

As part of a starter task tutors could ask learners to work in pairs, to create a presentation on: A risk assessment is important because…. This could be developed into a whole group Q and A about the process of carrying out risk assessment.

To support their learning about the requirements and importance of a risk assessment, learners could be provided with an example template, which they could use to assess the classroom that they are working in as practice at filling in the documentation.

Answers and findings could be fed back to the whole group to evaluate potential risks identified and prevention methods.

A round-up to this activity is for learners to apply their understanding of the above task to a location or space that they have planned to use for their cross media advertising campaign.

Learners must be encouraged to conduct the risk assessments at the location in question as part of the validity of the process.

Organisation: FilmsourcingResource Title: Production documentsWebsite Link: https://www.filmsourcing.com/blog/production-documents/Description: Provides templates for a range of pre-production materials.

1 hour Unit 2 LO1, LO4Unit 3 LO2Unit 4 LO4Unit 8 LO1Unit 13 LO3Unit 16 LO4

https://www.filmsourcing.com/blog/production-documents/

https://www.filmsourcing.com/blog/production-documents/

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SUGGESTED ACTIVITIESLO No: 3

LO Title: Be able to produce the planned media components


Setting up equipment For this Learning Outcome, learners must use pre-production materials and plans to inform the production stage of making their cross media advertising campaigns. Therefore before production starts tutors could ask learners to identify the equipment needed to create the content for their media components, to fulfil the requirements of producing different media products for their campaigns. This would be a good opportunity for learners to recognise any skills gaps based on previous experience of producing media products. Once this has been established, tutors and/or technicians could facilitate a whole group workshop based on the following:• Setting up a stills camera to take photographs (e.g. operating manual and automatic focus settings,

selecting the image quality in consideration of post-production techniques to be applied later, using different lenses to frame the subject and create representations etc).

• Setting up a camera to film footage (e.g. doing a white balance before filming or changing location, selecting the appropriate movie recording with a consideration of post-production techniques to be applied later, using a tripod etc).

• Setting up a voice recorder (e.g. consideration of the environment in which recordings will take place, checking sound levels, etc).

• Setting up desktop publishing software (e.g. setting the resolution appropriate for printing or web content, measurements of the document in line with existing media products from Learning Outcome 1 etc).

Organisation: Canon Resource Title: Canon 650 D manual Website Link: https://www4.uwm.edu/psoa_er/manuals/cameras/CanonT4i.pdfDescription: Provides instructions and scenarios of operating the Canon 650 D camera for taking still images and recording video content.

3 hours Unit 2 LO1, LO4Unit 3 LO2Unit 4 LO2Unit 8 LO1Unit 13 LO3Unit 16 LO4

https://www4.uwm.edu/psoa_er/manuals/cameras/CanonT4i.pdf

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Following production processes for audio-visual products

Based on the activity above, learners could now begin the production stage of filming footage for their intended media components using their pre-production materials from activity 6. For example scripts, storyboards etc.

Learners could be asked to put the following stages in chronological order as a recap of the production stages to fulfil:• record raw footage• check sound levels during filming• direct cast and crew• identify editing requirements.

Once the correct order has been established and learners have followed their pre-production planning requirements, learners could start the production stage. Learners should be encouraged to document evidence of their activities, by capturing photos and or videos on a smartphone. This will be beneficial for the evaluation requirements of this Learning Outcome.

Learners could also be encouraged to review filmed footage so that any issues can be addressed before the post-production stage.

5 hours Unit 1 LO1, LO3Unit 2 LO4Unit 3 LO3Unit 4 LO2Unit 10 LO3Unit 13 LO3Unit 16 LO4

Following production processes for audio products

For this activity learners could be initially tasked with discussing the benefits of doing a read through of a script with actors before recording an audio product. Answers could include:• Testing sound levels and quality before the final audio recording.• Practising dialogue and intonation instructions from the script.

Learners could also be encouraged to listen back to the recorded audio whilst in the production stage so that any audio quality issues can be addressed straight away.

Learners could document their progress in fulfilling their role in the production stage using photos and/or videos.

2 hours Unit 1 LO1, LO3Unit 2 LO4Unit 3 LO3Unit 4 LO2Unit 10 LO3Unit 16 LO4

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Following production processes for print-based and interactive products

For print-based and interactive products, learners may be required to use a range of equipment and software to produce the content. This could be a good opportunity for learners to revisit their pre-production plans to establish which software and hardware they will need to create these products. For example:• stills camera for photographs• word processor to produce body copy• desktop publishing software to comply with the layout the conventions of the product they are

producing.

Unlike video and audio production, the production and post-production stages of creating print-based and interactive content can be done simultaneously; therefore it is important for learners to be able to distinguish between the two. This could be explored as a Q and A as a whole group.

Learners could document their progress in fulfilling their role in the production stage using photos and/or videos.

5 hours Unit 1 LO1, LO3Unit 2 LO4Unit 3 LO3Unit 4 LO2Unit 8 LO3Unit 10 LO3Unit 13 LO3

Following post-production processes and gaining feedback

Before post-production begins learners could be tasked with identifying what is involved in the post-production stages. This could a paired task initially and then explored as a whole group based on feedback from pairs.

Learners could then be given the opportunity to apply post-production techniques to complete a first draft of one of their products in their cross media advertising campaign. This could be supported with peer feedback to evaluate the strengths and improvements of the product so far based on:• meeting the requirements of the brief• following codes and conventions based on the genre of the product• the overall look and appeal for the target audience.

Learners can then use feedback to inform their post-production techniques so far and create the final product.

5 hours Unit 1 LO3Unit 2 LO4Unit 3 LO4Unit 4 LO2Unit 8 LO4, LO5Unit 13 LO3Unit 16 LO4

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Evaluating technical and aesthetic properties

Once the products for the cross media advertising campaign have been created, learners must then evaluate their products’ technical and aesthetic properties. Therefore it is important at this stage for learners to reflect on the progression and outcome of producing their campaigns. This could be supported with the evidence they have produced during the production and post-production stages. Learners could be initially tasked with making notes on what they feel are the main strengths and improvements of their completed campaign and its components.

This could then be developed by learners reflecting on the following as part of their evaluation:• Examples of how they think they have met the brief.• How they think they did and did not follow the conventions, form and style of the individual

products they produced as part of their campaign. This can be in light of the products they investigated/analysed in the activities for Learning Outcome 1.

• How did feedback from peers/client/target audience influence their final products?• How did/didn’t they adhere to legal and ethical standards based on the outcome of the final

campaign?

Evaluations and reviews can be completed as a report or vlog.

2 hours Unit 2 LO4Unit 3 LO4Unit 4 LO4Unit 16 LO4

The

smal

l pri

nt Cambridge Technicals Level 3

Digital Media textbook

Developed in partnership with Hodder Education this book covers a range of units within this qualification. http://www.hoddereducation.co.uk/Product/9781471874734

Publication date: 30 Sep 2016

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Documents

Cambridge TECHNICALS LEVEL 3 DIGITAL MEDIAUnit 8 Photography for digital media ... LO1 Know existing graphic design products in the media Creating pre-production materials: location